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Tennessee

School Improvement Plan

BETHEL GROVE ELEMENTARY

2459 Arlington

Memphis, Tennessee 38111

(901) 416-5012

Audrean Bond-Jones, Principal

Mr. Dorsey E. Hopson, II, ESQ., Superintendent

Tennessee Department of Education

Commissioner Kevin Huffman

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Title I Schoolwide Requirements

Each schoolwide program has implemented a comprehensive school improvement plan which

addresses the 10 required elements: (Evidence does NOT have to be referenced in each

document)

1. A comprehensive needs assessment of the entire school using data analysis of NCLB subgroups.

Revised TSIP ________________ Action Plan ________________ Addendum ________________

2.Schoolwide reform strategies with emphasis on improved achievement of the lowest achieving students


3. Instruction by highly qualified staff as addressed in NCLB;


4. High quality and ongoing professional development activities;


5. Strategies to attract highly qualified teachers to high needs schools;


6. Strategies to increase effective parental involvement


7. Plans for assisting children from early childhood programs to elementary school programs, elementary to middle, & middle to high school.


8. Measures to include teachers in assessment decisions regarding the use of assessment in improving student performance and instructional programs;


9. Strategies for providing timely additional assistance to students experiencing difficulties mastering standards; and


10. Coordination and integration of federal, state, and local services and programs.


Parents are involved in the development and review of the Title I Schoolwide Plan. Yes ___ No ___ Technical assistance has been provided in the development of the plan by the LEA. Yes ___ No___

School _______________________________ Date _____________________

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Assurance Page

I, Audrean Bond Jones, principal of Bethel Grove School, give assurance that this Title I Schoolwide Plan

was developed during a one-year period with parents and other members of the community. This plan is

available to the local educational agency, parents, and the public.

The intent and purpose of each federal categorical program is included. When appropriate there is

coordination with programs under Carl D. Perkins Vocational Act, and Head Start.

____________________________________ ____________________

Principal Signature Date

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2014-15 Tennessee School Improvement Planning Template

The final plan should be no longer than four pages.

School Name: Bethel Grove Elementary

Accountability status:

Good Standing

Analysis of last year’s final results:

Areas of Greatest Progress: Areas of Greatest Challenge:

Proficient/ Advanced

Improvements

RLA School Wide-

28.3% in 2013 to 40 % in 2014 an

11.7% increase

• R/LA 3rd grade +15.3% gain

• R/LA 4th grade +7.8% gain

• R/LA 5th grade +11.8% gain

Math School Wide-

29.9% in 2013 to 40.8% in 2014 an

10.9% increase

• Math 3rd grade +3.4% gain

• Math 5th grade +36.1% gain

Science School Wide-

25% in 2013 to 45.3% in 2014 an 20.3%

increase

• SCI 3rd grade +20.3% gain

• SCI 4th grade +10.6% gain

• SCI 5th grade +40.2% gain

Proficient/Advanced

Setbacks

Economically disadvantaged:

RLA: 31.6% in 2013=35.9% in 2014

Math: 30.3% in 2013=33.3% in 2014

SPED subgroup:

RLA: 72.7% in 2013 = 74.4% in 2014

Math: 63.6% in 2013 = 65.9% in 2014

2014 AMO and Actual results

RLA – AMO 28.3% Actual result

32.8%

Math- AMO 29.9% Actual result

34.3%

Math 4th grade- 36.8% 2013 to 29%

2014 a decrease of -7.8%

Underlying Reasons for Progress: Underlying Reasons for Challenge:

The students in grades 3 and 5 made

gains in reading and math.

Reading made gains in all grades.

Math fifth grade had the largest gain in

math from the Spring 2013 TCAP test.

We met our AMO for grades 3-5th and

for 3rd grade alone. Even though 3rd

grade did not meet the AMO in math,

but made it by safe harbor.

Gains for these grade levels and subjects

may be attributed to the following:

1. Small group instruction

2. Grade level common planning

time to plan and prepare lessons

for the upcoming week.

3. Weekly common assessments

every 3 weeks to provide data to

support interventions and small

group instruction.

Our challenges are students proficiency

levels decreased when moving from 3rd

to 4th grade. We know to improve

student achievement that we need to

increase: more small

group/differentiated instruction and

more technology to enhance lessons.

Because the majority of our students

fall under the economically

disadvantaged subgroup, we must work

to increase achievement in that

subgroup in all subject areas by moving

students from where they are to where

they need to be, which should be

reflected in the data as we monitor their

progress throughout the school year.

-Our Special education subgroup is not

large, but because we are not a large

school, they affect our achievement

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4. Attending school level

professional development based

on needs as identified by data

and observation.

5. Weekly PLCs with the

administrative team to provide

consistent support and feedback

based on data, classroom

observations, district initiatives,

and teacher concerns.

6. 3rd-5th grade teachers keep a

data notebook with weekly

documentation on what students

are doing and how they will

address the areas of concern.

7. Creating a computer lab for

teachers/interventionists to

monitor student activity with

interventions.

8. Increase the nonfiction and

fiction resources in the school

library for enrichment in the

area of literacy

9. Provide intervention during the

school day for struggling

students with an educational

assistant assigned to various

grade levels.

Although we made progress, it was not

enough to meet Shelby County Schools’

Annual Measurable Objective. We are

continuing these practices for the 2014-

2015 school years with fidelity and

intensity to move students strategically

rates. Overall SPED students

outperform non SPED students.

Therefore, we need to continue

teaching our special education

subgroup and making sure they are

receiving adequate interventions within

the classroom along with the resource

teacher.

-Small group instruction was not

implemented with fidelity in grades 3

and 4

-Teachers’ knowledge of Common

Core standards must increase in order

to implement Common Core standards

with fidelity.

In tracking the 2012-2014 cohorts in

math we determined that 4th grade is

the most challenged with a -7.8%

AMO. Most teaching in math was

geared towards the lower performing

students. Previous cohorts of students

were taught with a focus on lower

performing students reflecting no

differentiation in teaching.

Goals for 2014-15 school year:

Overall Achievement Goals: (Aligned to First to the Top Goals)

1. Increase the percentage of advanced/proficient students in

Reading/Language Arts from 40% to 43.8% on the spring 2015 TCAP

Assessment in order to make AMO as required by NCLB guidelines

2. Increase the percentage of advanced/proficient students in Writing, where

at least 30% of 3rd grade, 35% of 4th grade, and 40% of 5th grade students

score between 9-16 on the spring Writing assessment.

3. Increase the percentage of advanced/proficient students in Math from

40.8% to 44.5% on the spring 2015 TCAP Assessment in order to make

AMO as required by NCLB guidelines.

4. Increase the percentage of advanced/proficient students in Science from

43.3% % to 47% on the spring 2015 TCAP Assessment in order to make

AMO as required by NCLB guidelines.

Subgroup Goals: (List each subgroup individually)

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1. Increase the percentage of students scoring proficient in Reading and

Language Arts, Math, and Science by at least 2% for the following

Subgroups: students with disabilities/504

2. Increase the percentage of students scoring proficient in Reading and

Language Arts, Math, and Science by at least 3.6% for the following

Subgroups: students that are economically disadvantaged

Plan for this school year:

Key strategies to achieve goals:

1. Selected teachers will conduct afterschool tutoring for reading and math

for identified students using test data.

Strategy: Extended Learning Program

Implementation Dates: January –March, 2015

Projected Cost: $6,395.20

Desired Outcomes: Closing the achievement gap for 3rd-5th

students per our AMO goals.

We will achieve our goals by: providing differentiated instruction

based on the needs of identified students.

2. Selected teachers will conduct afterschool tutoring for reading and math

for identified students using test data.

Strategy: Extended Contract Program

Implementation Dates: January –March, 2015

Projected Cost: $3197.60


students per our AMO goals

We will achieve our goals by:: providing differentiated instruction

based on the needs of identified students

3. Teachers will create lesson plans inclusive of differentiated instructional

practices.

Strategy: Monitor and provide feedback with research based

strategies to meet the students’ needs after the analysis of

assessments results

Implementation Dates: August – May, 2015

Projected Cost: None


students per our AMO goals.

We will achieve our goals by: providing differentiated instruction

based on the needs of identified students

Key strategies to achieve progress for students with the greatest need:

Selected teachers will conduct afterschool tutoring for students that

scored below basic/basic to improve their reading and math skills.

Teachers will use assessment data to drive instruction.

Create a calendar that specifies time for re-teaching specific skills in

reading, math and science.

Continuous professional development on common core strategies and

higher order questioning.

More small group instruction, increasing teacher/student face to face

time.

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Implement and monitor current use of district initiatives targeted to

increase student achievement. Tier I, Tier II and Tier III intervention

with i-Ready and Istation for K-5th grade are meeting their weekly

time in math and reading.

More immediate teacher feedback to students.

Create a collaborate culture that include lesson planning between

regular and sped teachers. Fully implement existing IEPs to allow read

aloud and other modifications as needed.

Encourage parental involvement and provide parent training sessions.

Projected costs and funding sources for key strategies:

After school tutoring salaries funded through Title I: $6,395.20

After school tutoring salaries funded through Extended Contract: $3,197.60

Key benchmarks for progress on strategies:

Benchmark: Timeline:

Data Training-Discovery Formative Assessment

quarterly and use the data to form re-teaching

calendar and plans for small group and tutoring.

August 1, 2014 during In-

Service

November 2014

January 2014

April 2014

All teachers will attend and engage in PLC

meetings to disaggregate data, review Compstat,

common assessment data weekly with the

administrator, share successful instructional

strategies/practices to discuss current pacing,

problem solve and receive supplemental training

and determines best practices to increase

achievement /mastery in specified areas

Weekly starting in

September 2014-May 2015

All grades will meet weekly to cooperatively

prepare lesson plans and select materials to

support the execution of the lesson.

Monday-Thursday as

scheduled

Universal Screenings from i-Ready & Istation

3rd-5th grade teachers will review and monitor

data from i-Ready & Istation to create an action

plan based on data results.

Universal Screenings

September 2-19, 2014

December 2-12, 2014

May 4-15 2015,

K-3 reading teachers will participate in district’s

initiative year long course focusing on Common

Core State Standards for English Language Arts

September 19,

January 5,

February 16,

Teachers in grades K-5 will implement a detailed

instructional block to ensure the following

components are included daily: Problem of the

Day (focus skill), vocabulary, Non-Fictional or

Informational text with text dependent questions,

differentiated distributed practices and

workstations, and small group for re-teaching.

This schedule should allow opportunities for

students to engage in activities that are tiered for

their learning and additional support through

tutoring and re-teaching for those students who

have not mastered skills.

August 2014-May 2015

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LITERACY ACTION PLAN DEVELOPMENT: READING/LANGUAGE ARTS

School: Bethel Grove

Section A: Describe your goal and identify which need(s) it addresses. (Remember that your TSIP identified the strengths and challenges/needs.)

Goal

Bethel Grove Elementary students will meet or exceed the NCLB benchmark for Reading/Language Arts. To reach our

AMO goal this year, we will increase the percent of proficient and advanced students in each grade 3rd through 5th from

40% to 43.8% in Reading/Language Arts on the April 2015 TCAP and overall student achievement.

Which need(s) does this Goal address? This goal addresses the need to move all students to the proficient and advanced level in Reading/Language arts

How is this Goal linked to the District’s Strategic Plan?

This goal is linked to the district’s plan of 80/90/100% For College & Career Readiness:

To create an academically challenging, safe, supportive, and effective learning environment

To establish high levels of accountability for academic and fiscal performance throughout the system

To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and

community population

ACTION STEPS IMPLEMENTATION PLAN

Section B – Descriptively list the action you plan to take to ensure

you will be able to progress toward your goal. Action steps are

strategies and interventions which should be scientifically based

where possible and include professional development,

technology, communication, and parent and community

involvement initiatives within the action steps of each goal.

Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required

resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how

you will evaluate the action step.)

Timeline Person(s)

Responsible Required Resources

Projected Cost(s) &

Funding Sources Evaluation Strategy

Performance

Results/Outco

mes

Action Step

Use data from TCAP, SAT 10,

Istation, and formative assessments

to identify students needing Tier II

and Tier III interventions.

Aug, 2014-

May, 2015

K-5 Teachers

PLC Coach

Guidance

Counselor

Testing supplies

Computers

Intervention Materials

$518 Title I for

Discovery Assessment

Universal Screenings

administered 3 times

per year; Weekly

Istation data including

weekly and bi-weekly

on demand

Increase student

performance

and

achievement

levels in reading.

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Journeys Intervention

resources

assessments; DEA

results

Action Step

Develop weekly lesson plans that

reflect differentiated small group

instruction that extends and refines

the CCSS aligned curriculum.

Sept

2014-

May,

2015

Principal

PLC Coach

Teachers

Curriculum Maps

Achievement

Frameworks

Journeys and Istation

resources

Lesson Plan Feedback

forms

District funded Analysis of Lesson

Plans

Classroom

observations and

feedback

Student achievement

data

Increase student

performance

and

achievement

levels in reading

Action Step

After school tutoring will be offered

for those students requiring

additional tutoring to improve

student achievement in reading

Jan, 2015-

April, 2015

PLC Coach

Extended Learning

Teachers

Computer Lab

Istation

Tutoring Teachers

Tutoring Materials

Extended Learning

$6,395.96

Extended Contract

$3,197.60

Pre-tests

Post- tests

Progress Reports

Report Card data

DE Data

Increase student

performance

and

achievement

levels in reading.

Action Step

Teachers will create and administer

weekly assessments, as well as

three week common assessments

created by the administrative team,

to assess mastery of the learning

targets and use the results from

these assessments for differentiated

skills grouping.

August

2014-

May, 2015

Principal

Title I PLC Coach,

K-5 Teachers will

analyze and

compare results

during data

meetings. They

will share

strategies for

effective practice.

Prioritized Standards,

Discovery Education,

Test Banks, test

prototypes.

Journeys resources

No cost projected for

this activity

Administration and

teachers will analyze

and monitor the

results of the

assessments.

Increase student

performance

and

achievement

levels in reading.

Action Step All teachers in grades K-3 will

receive rigorous professional

Sept 2014- PLC Coach Sopris training manuals District funded Data from K-3 Istation

reports, common

Increase reading

foundational

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development through the Sopris

yearlong reading foundations

course.

June,

2015

K-3 Teachers assessments, DEA,

SAT10 and TCAP.

skills, and

overall reading

achievement.

Action Step

The school will plan various

activities to increase parental and

community involvement with

elementary Literacy Game Night

November

2014

Principal,

PLC Coach,

Librarian,

Classroom

Teachers

School Counselor

Door Prizes,

Refreshments,

Family Reading Night

(November 2014),

Community and Parent

Volunteers,

Refreshments and

materials for Parent

Workshop/ Title I-

Parental Involvement-

$53.00

Increase

parental

involvement to

ensure

academic

success of

students.

Increase

community

involvement.

Action Step

Consistent, ongoing

communications with tips for

improving reading achievement will

be provided to parents through

parent meetings, weekly

newsletters, school flyers, monthly

school calendars and the school

website.

August,

2014-

May, 2015

Principal,

Title I PLC

Coach,

Guidance

Counselor,

Teachers

Parent Communicator

Folders, newsletters,

flyers, school web page

Title I Folders, paper,

ink

$1,000

All those responsible

will monitor usage and

feedback from

parents.

Build and

strengthen

parental

involvement and

support. And

Increase student

performance

and

achievement

levels in reading

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Action Step

Teachers will implement Journeys a

balanced reading program to

include phonemic awareness,

phonics, vocabulary, fluency, and

comprehension.

August

2014-

May 2015

Principal,

PLC Coach,

Classroom

Teachers,

Journeys’ Trainer

Journeys series and

resources,

Unit Tests,

Formative Assessment,

Answer Forms,

TCAP Test connection,

Practice Booklets,

Istation,

No cost on site

Lesson Plans

Small Group

Instruction

Weekly PLC/ Data

Meetings

Informal/Formal

Feedback Forms

Increase number

of students

scoring at the

advanced and

proficient level

on TCAP

Reading/Langua

ge Arts.

Action Step

Teachers will incorporate teaching

academic vocabulary and Fry

Frequency words in their daily

instructional delivery by

implementing them in content.

August

2014-

May 2015

Principal,

PLC Coach

Classroom

Teachers

Teachers teaching

academic vocabulary

and Fry Vocabulary

Word Lists

Materials

onsite

No Cost

Review Lesson Plan

Feedback

Improved

vocabulary

fluency

Increased

understanding

on TCAP as

reflected through

TCAP scores

Action Step

Teachers will engage in weekly data

digs and Professional Learning

Communities, and Quarterly Data

Days for corrective instruction and

identification of “Big Rocks”.

August

2014-

May 2015

Principal,

PLC Coach,

2-5 Teachers

Good First Teaching

materials

Websites

Student Assessments

Data Dig Sheets

Title I Funds for

individual teacher data

notebooks,

$400.00

Lesson plans, data

sheets, assessments,

report cards, and

student personal

achievement will serve

as progress indicators.

Increase student

performance

and

achievement

levels in reading.

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LITERACY ACTION PLAN DEVELOPMENT: WRITING

School: Bethel Grove


Goal Increase the percentage of advanced/proficient students in Writing, where at least 30% of 3rd grade, 35% of 4th grade, and 40% of

5th grade students score between 9-16 on the spring Writing assessment

Which need(s) does this Goal address? Overall Achievement Goals

How is this Goal linked to the District’s Strategic Plan? The District’s goal is to ensure that all students in grades 4-12 acquire the foundational skills needed for them to be proficient

writers at the end of each grade level.


Section B – Descriptively list the action you plan to take to ensure

you will be able to progress toward your goal. Action steps are

strategies and interventions which should be scientifically based

where possible and include professional development,

technology, communication, and parent and community

involvement initiatives within the action steps of each goal.

Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required

resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define

how you will evaluate the action step.)

Timeline Person(s)

Responsible

Required

Resources

Projected Cost(s)

& Funding Sources Evaluation Strategy

Performan

ce

Results/Ou

tcomes

Action Step

Teachers, PLC coach, l and

principal will participate in ongoing

writing PD during PLCs that is

focused on the Common Core State

Standards as outlined by the

TDOE..

Aug, 2014-

May, 2015

Literacy Lead

Teachers

Literacy Committee

Principal

PLC Coach

TNCore Training

Manuals, Bridge to

Practice activities

Student Writing

Samples

Writing Rubrics

No Additional Cost Ongoing analysis of data

to evaluate individual

student growth and plan

for reteaching and/or

enrichment activities.

Students are

writing

proficiently

upon

completion

of each

grade level.

Action Step

Grade level Writing plans will be

developed to identify grade level

writing expectations, writing

instruction procedures, prompts and

rubrics to be used with weekly

routine writings.

August,

2014-

Sept. 2014

Literacy Committee

Literacy Lead

Teachers

Principal

PLC Coach

SCS Curriculum

Maps, TNcore

Writing prompts,

No additional cost Analysis of writing lesson

plans

Analysis of student writing

samples

Charting of student

progress in writing

Students are

writing

proficiently

upon

completion

of each

grade level.

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Action Step

Students and teachers in grades

3-5 will utilize the Mist Literacy

Portal on the TNcore website to

practice writing tasks.

Dec. 2014

– May,

2015

3-5 Teachers

PLC Coach

Writing Tasks

Available through the

Literacy Portal

No additional cost Analysis of student writing

samples and evaluation of

student growth in writing.

Students get

practice with

tasks

modeled on

the Writing

Assessment

prior to Feb.

2015.

Action Step

K-5 students will complete Writing

Formative Assessments that are

selected by the school leadership

team every three weeks.

Dec.,2014 Principal

PLC Coach

K-5 Teachers

Copies of writing

Prompts and scoring

rubrics for each

grade level

No additional cost Analysis of student writing

samples and evaluation of

student growth in writing.

Students are

writing

proficiently

upon

completion

of each

grade level.

Action Step

Computer Intervention Lab

Assistant will teach word

processing, keyboarding, and

mouse skills to all students.

Aug.,

2014-

Sept. 2014

Computer Lab

Asst.

Computer Labs

Online Keyboarding

and mouse practice

programs

No additional cost. Student practice activities

will be evaluated for speed

and accuracy.

Increase in

student

preparednes

s for the

online

writing and

testing

platform.

Action Step

Teachers, PLC coach, and principal

will participate in ongoing writing

PD during PLCs that is focused on

the Common Core State Standards

as outlined by the TDOE.

Aug, 2014-

May, 2015

Literacy Lead

Teachers

Principal

Assistant Principal

PLC Coach

TNCore Training

Manuals, Bridge to

Practice activities

Student Writing

Samples

Writing Rubrics

No additional cost Ongoing analysis of data

to evaluate individual

student growth and plan

for reteaching and/or

enrichment activities.

Students are

writing

proficiently

upon

completion

of each

grade level.

13

MATHEMATICS ACTION PLAN DEVELOPMENT

School: Bethel Grove Elementary


Goal Bethel Grove Elementary students will meet or exceed the NCLB benchmark for Mathematics. To meet our AMO goal, we will increase the percent of proficient and advanced students in each grade, 3rd through 5th, for AMO from 40.8% to 44.5% as measured by the April 2015 TCAP and overall student achievement.

Which need(s) does this Goal address? This goal addresses the need to move all students to proficient and advanced levels.


This goal is linked to the district’s plan of 80/90/100% For College & Career Readiness: To create an academically challenging, safe, supportive, and effective learning environment To establish high levels of accountability for academic and fiscal performance throughout the system To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population


Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline Person(s)

Responsible Required

Resources Projected Cost(s)


Performance Results/Outcomes

Action Step

Teachers will implement district wide math curriculum utilizing EnVision math textbooks.


Principal, Classroom Teachers, PLC Coach

Curriculum Guide, EnVision math textbooks, Ancillary Materials, Calendar Math Kits Bi-weekly and weekly common assessments

Calendar Math Kits School budget Other materials on site-No cost

Progress reports

Report cards

DE Data Common Assessment Data

Students show mastery of math SPIs. Increase the number of students from proficient to advance on TCAP.

Action Step

Teachers will use technology to improve students’ math skills.


Principal, PLC Coach, Classroom Teachers, Technology Coordinator, District Math Advisors

Grades K-5th – envision math CD-rom, Computers, i-Ready Math Program,

Materials on site No cost i-Ready District

Common Assessment Data Lesson Plans Student Products Progress Reports Report Card Data

Students show mastery of math curriculum. Increase the number of students from proficient to advance on TCAP. Students requiring intervention receive individualized extra

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practice and immediate feedback.

Action Step

Principal, PLC Coach and teachers will host Family Math and Science Night to provide hands-on math and science activities.

October 2014

Principal, PLC Coach, Classroom Teachers

Games, Instructional materials, Door Prizes

$234.00/ Title I budget-

Agenda/Minutes Parent Surveys

Increase parental involvement in students’ academic success. Data available for review to plan future activities.

Action Step

The principal, PLC coach and teachers will utilize on-going communication strategies to keep parents and community stakeholders informed of students’ progress and district initiatives.


Principal, PLC Coach, Classroom Teachers, SCS District

Monthly Calendar, Classroom Newsletters, Weekly Progress Reports, Assignment

Materials on site Agendas, Printers, Computers, Ink, Paper,

PTA Meeting Monthly Minutes School Leadership Council Meeting Monthly Minutes Newsletters

Increase parental involvement in students’ academic success. Increase participation in school activities.

Action Step

Teachers will continue to participate in professional development provided by the school and the district to help increase knowledge base.


Principal, PLC Coach, Classroom Teachers

Site-based and Teaching, professional development activities Master Teacher

Teaching and Learning Academy Professional Development provided by District PLC Coach Master Teacher

PD Logs PD Evaluations

Teachers enhance skills to develop students’ mastery of the math curriculum.

Action Step

After school tutoring will be offered for those students requiring additional tutoring to improve student achievement in mathematics

Oct., 2014-April, 2015

PLC Coach Extended Learning & Contract Teachers

Computer Lab i-Ready Tutoring Teachers Tutoring Materials TCAP materials

Extended Learning $6,395.96 Extended Contract $3,197.60

Pre-tests Post- tests Progress Reports Report Card data DE Data

Increase student performance and achievement levels in reading.

Action Step Teachers will create and administer weekly assessments, as well as

August 2014-

Principal Title I PLC Coach,

Prioritized Standards, Discovery

No cost projected for this activity

Administration and teachers will analyze and

Increase student performance and

15

three week common assessments created by the administrative team, to assess mastery of the learning targets and use the results from these assessments for differentiated skills grouping.

May, 2015

K-5 Teachers will analyze and compare results during data meetings. They will share strategies for effective practice.

Education, Test Banks, test prototypes. EnVisions resources

monitor the results of the assessments.

achievement levels in reading.

Action Step

Teachers will engage in weekly data digs and Professional Learning Communities, and Quarterly Data Days for corrective instruction and identification of “Big Rocks”.

August 2014- May 2015

Principal, PLC Coach, 2-5 Teachers

Good First Teaching materials Websites Student Assessments Data Dig Sheets

Title I Funds for individual teacher data notebooks, $400.00

Lesson plans, data sheets, assessments, report cards, and student personal achievement will serve as progress indicators.

Increase student performance and achievement levels in mathematics.

Action Step

Develop weekly lesson plans that reflect differentiated small group instruction that extends and refines the CCSS aligned curriculum.

Sept 2014- May, 2015

Principal PLC Coach Teachers

Curriculum Maps Achievement Frameworks EnVision and i-Ready resources Lesson Plan Feedback forms

District funded Analysis of Lesson Plans Classroom observations and feedback Student achievement data

Increase student performance and achievement levels in mathematics.

16

SCIENCE ACTION PLAN DEVELOPMENT

School: Bethel Grove Elementary


Goal Bethel Grove students will meet or exceed the NCLB benchmark for Science. To meet our AMO goal, we will increase the percent of proficient and advanced students in each grade, 3rd through 5th, for AYP from 43% to 47% as measured by the April 2015 TCAP and overall student achievement.

Which need(s) does this Goal address? This goal addresses the need to move all students to proficient and advanced levels.


This goal is linked to the district’s plan of 80/90/100% For College & Career Readiness: To create an academically challenging, safe, supportive, and effective learning environment To establish high levels of accountability for academic and fiscal performance throughout the system To create a climate system-wide that is sensitive and responsive to the needs of an increasingly diverse student and community population


Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C – For each of the action steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline Person(s)

Responsible Required

Resources Projected Cost(s)


Performance Results/Outcomes

Action Step

Teachers will use “hands-on” classroom and Science Lab activities to strengthen students’ understanding of science concepts.

November 2014- May 2015

Principal, Classroom Teachers, PLC District Science Coordinator

Science Textbooks, Maps, Charts, Globes, 3D Models, Science Workbooks, Science Kits and Equipment Computer Software Science Lab

Title I $1000.00 Science Supplies Science Workbooks

Principal and PLC Coach will review lesson plans weekly and observe classrooms to identify teaching strategies being utilized in the classroom. Teachers will share teaching strategies during their PLC meetings and during faculty meetings.

Promote higher order thinking skills. Increase number of students scoring proficient on TCAP Science.

Action Step

Teachers will supplement science curriculum using technology, United

August 2014- May 2015

Principal Librarian Teachers

Teacher Workstations,

Materials on site No Cost

Principal and PLC Coach will review lesson plans bi-

Increase number of students scoring

17

Streaming, and Tennessee Electronic Library.

Librarian PLC Coach

Classroom Computers, Computer Lab, United Streaming, Videos, Internet Access Science Lab

weekly to identify technology resources being implemented by classroom teacher.

proficient on TCAP Science. Students will use the computer as a research tool. PLC Coach, Classroom Teachers, Librarian Principal

Action Step

Teachers will use diagrams and graphic organizers to explain science concepts.


Principal PLC Coach Teachers

Science Books, Graphic Organizers, Science Websites

Materials on site no cost

Principal and PLC Coach will review lesson plans bi-weekly to identify teaching strategies being implemented by classroom teacher. Teachers will use student data to access effectiveness of teaching strategy.

Students will understand science concepts through graphic organizers and diagrams. Increase number of students scoring proficient on TCAP Science.

Action Step

The principal and teachers will utilize on-going communication strategies to keep parents and community stakeholders informed of students’ progress and district initiatives.


Principal, PLC Coach, Classroom Teachers, SCS District

Monthly Calendar Newsletter, Classroom Newsletters, Weekly Progress Reports, Assignment Agendas, Printers, Computers, Ink,

Paper,

Title I $1000.00 Paper Ink

Parent surveys will be conducted during the year to determine effectiveness of school to parent communication. Principal will submit PTA meeting monthly minutes and School Leadership Council meeting monthly minutes.

Increase parental involvement in students’ academic success. Increase participation in school activities.

Action Step Principal, PLC Coach and teachers will host Family Math and Science

October 2014 Principal, PLC Coach,

Games, Instructional materials,

$234.00/ Title I budget-

Agenda/Minutes Parent Surveys

Increase parental involvement in

18

Night to provide hands-on math and science activities.

Classroom Teachers

Door Prizes students’ academic success. Data available for review to plan future activities.

19

Elementary School Intervention Plan 2014-2015

School Bethel Grove Elementary

Action Steps Timeline Required Resources Person(s) Responsible

Select members for school level support team; set and publish meeting dates (every 4.5 weeks).

August 2014 SCS RTI2 Manual Principal PLC Coach Professional School Counselor

Ensure that staff members receive professional development on universal screener and intervention programs, as needed.

August-September 2014

District professional development schedule in MLP Site-based fidelity check

Principal PLC Coach

Develop and implement building procedures for fidelity monitoring to include data/usage review and classroom observations in Tier I, Tier II, and Tier III.

August 2014-May 2015 SCS RTI2 Manual Checklists, electronic monitoring tools Schedules with who/when/how often Site-based fidelity check

Principal PLC Coach School Counselor

Administer universal screeners in Reading and Mathematics to all students; administer Writing on an “as needed” basis.

September 2014

iReady, Mathematics Istation, Reading Data review, Writing

Principal PLC Coach All Teachers (K – 5)

Identify students in need of strategic Tier II and intensive Tier III intervention in Reading and/or Mathematics.

September 2014 December 2014 May 2015

Data from universal screeners, report cards, teacher observation, other student assessment data as appropriate

Principal PLC Coach School Counselor All Teachers (K -5)

Communicate assignments to intervention programs to parents of students involved

September 2014 Parent letters- See SCS RTI2 Manual for examples

Principal All Teachers (K – 5)

Set schedules for Tier II and Tier III interventions; realign staffing as needed.

September-December 2014

Computers/labs Resources for small group intervention

Principal

Provide Tier II and Tier III interventions for all students in need of intervention.


iReady, Mathematics Istation, Reading School choice, Writing

Teachers in grades K – 5

Establish progress monitoring for students receiving interventions—biweekly for Tier II and weekly for Tier III



Teachers in grades K – 5

School level support team meets every 4.5 weeks to review data and make recommendations for modification.


Student assessment data Attendance records Completed fidelity checklists Teacher observation


Communicate progress and/or changes in intervention assignments to parents (e.g., moving between/among tiers, newly assigned, moving out of intervention).


Parent letters- See SCS RTI2 Manual for examples

Principal All Teachers in grades K - 5

Insert building-level supports for Tier I; can include reinforcements for positive behaviors, exemplary attendance, academic achievement, before/after school tutoring, Saturday school, etc.

TBD TBD Principal PLC Coach Teacher tutors

20


December 2014

iReady, Mathematics Istation, Reading Data review, Writing

All Teachers in grades K -5

School level support team meets to review data and make adjustments to intervention schedules for the second semester, as indicated by the new data.

December 2014



Revise schedules for Tier II and Tier III interventions, as needed, based on December universal screening

December 2014-January 2015


Principal PLC Coach Teachers in grade K - 5


May 2015


All Teachers in grades K - 5

School level support team meets to review end-of-year data and make preliminary plans for next year.

May 2015



Note: Schools are free to add additional action steps if they choose, but they will not be required to do so. Components in bold type are site-based decisions; all other components have been determined by the District. On those action steps, schools need only add the names of the responsible parties.

21

Plans for Pre-School Transition

(Pre-School Transition Action Plan)

Bethel Grove School-wide Plan

Pre-School Transition

Complete Action Plan for assisting in pre-school transition

Action Steps Timeline Required Resources Person(s)

Responsible

Parent Involvement

The students will receive

small group and

individual instruction

August 2014- May

2014

Parent Meetings

Aug., Oct., Feb., and

May

Shelby County Schools

Childhood Framework

Creative Curriculum

Early Childhood

Teacher

Educational Assistant

Parents and guardians

will be given valuable

research based

information to assist

them in working with

their child during parent

meetings.

Create a

developmentally

appropriated

environment that fosters

all learning styles.

Survey September

2014

Survey May 2015

Early Childhood

Environment

Rating Scale

Parent Survey

Developmentally

Appropriate

Practice

Parent Survey

Early Childhood

Teacher


Parents will be

encouraged to visit the

classroom and interact

with their child. They

will respond to a survey

inquiry concerning their

observations of their

child’s interests and

learning styles.

We will have predictable

structures and orderly

routines in the learning

environment

August 2014– May

2015

Transition Time by Jean

Feldman

Kaplan’s Classroom

Management

Early Childhood

Teacher


Parents do their part by

bringing the children

and picking them up on

time.

Develop and strengthen

the program to ensure

that all children are

ready for kindergarten

August 2014 – May

2015

Brigance Inventory

A Planning Guide for

Preschool Curriculum

Early Childhood

Teacher


Kindergarten Teachers

Parents will work with

their children

individually on skills

that are being addressed

in the classroom.

Establish health

screening to identify

physical disabilities and

take necessary measures

to ensure that they will

not delay learning

August 2014– May

2015

Health and Human

Services

Colonial Health Services

Early Childhood

Teacher

Ms. Delores Smith,

Early

Childhood Supervisor

Health Services

Physicians

Parents will fill out a

survey inquiry

concerning the

milestones they have

observed their child

performing. They will

also give their

permission to have their

child screened

Bethel Grove Elementary

Middle School Transition Plan

2014-2015

Action Steps Timeline Required

Resources

Person(s)

Responsible

Parent Involvement

Collaborate with

the counselors

and plan a trip to

Airways to visit

the Middle

School

Spring 2015 Bus Professional School

Counselor

Parent are invited but have to provide their own

transportation

Middle schools

send Sixth Grade

Transition

Brochure to send

to every fifth

grade parent

Spring 2015 Brochure Professional School

Counselor,

5th Grade Teachers,

PLC Coach

Parent comments

Professional

School

Counselor

conducts

classroom

guidance around

transition to

middle school

April- May 2015 Guidance

Materials

Professional School

Counselor

Parents as well as community members are invited to

attend

Bethel Grove Elementary School

2014-2015 Technical Assistance Report

Derrick Sanders Accountant – FPG&C X Budget, APECS, Staffing X X

Yvonne Bond Advisor – NCLB,

FPG&C

X Title I Information, Updates, Budget, Staffing,

Monitoring

X X X

Dr. Deborah Currie Coordinator – NCLB,

FPG&C

X Title I Information, Updates, Budget, Staffing,

Monitoring

X X

Terry Dickerson Data Information

Specialist – FPG&C

X Tracking Title I Equipment; inventory tags,

AMSI

X X

Tanya Cooper ILD X School Walkthrough; miscellaneous X X X

Title I Staff (Exec. Director,

Supervisors, Coordinators)

FPG&C X X School Improvement Plans, Title I State &

Federal Monitoring

X X X

Felicia Niter Fiscal Services X Title I – Travel Authorizations,

Reimbursements

X X

Paula Abbott Fiscal Services X Title I – Travel Authorizations,

Reimbursements

X X

Derrick Morris Sr. Accountant – FPG&C X Budget, APECS, Staffing X X

William Yancey Technology Training

Specialist

X Technology support for staff X X X

Terilyn McChriston Instructional Advisor –

Science

X Curriculum pacing for English teachers;

classroom visits

X X X

LJILLAUNA V SMITH Instructional Advisor –

Social Studies

X Curriculum pacing for Social Studies teachers; X X X

Brenda Mathews PIT Crew X Review of TEM 3.0; coordinate/monitor

program for Lead Teachers & teacher

mentees; monitor program for Master

Teacher; staff professional development; staff

PLC meetings

X X X

Joyce Harrison Clue X X Service CLUE students X X X Stepanie Angotti Pre K X Monitor and provide feedback with the Pre k

transition

X X

Kevin Potts Federal Program

Specialist

X Title I Information X X X

Kiana Omowale School Psychologist X X RTI, IEP’s, Walkthroughs, student

observations

X X X



Adrienne Martin Pre K X Monitor and provide feedback with the pre k

transition X X X

Doris Wheat Sped Advisor X X Compliance SPED students and teachers X X X

Geitha Nathan School Social Worker X X Provide support with students and small

groups X X X

Rod Spencer Crisis Interventionist X Support

Debra Bowie Pre K X Monitor and provide feedback with the pre k

transition X

Silvia Cubillos ESL X Translate when having meetings for the ESL

Families

X X X

Vivian Redmond Vision Specialist X Students with vision problems X X X Constance Ramos Student Support Services X PBIS Compliance X X X Dianne Monix Gooden Technology Training x Istation and I Ready x x x



Bethel Grove Elementary Consolidation of State and Federal Program

State educational programs and other federal programs consolidated in this plan are listed

below. All federal, state and local services/programs are coordinated and integrated into our

School-wide Programs.

Program

Free Lunch Program Title I C.L.U.E Title II, Part A Title II, Part D Title III, Part A Title IV, Part A Title X Extended Contract Funds Early Child Pre-K

Mentoring Plan

Action Steps Timeline Required Resources Person(s) Responsible

1. Conduct classroom informal

observations of new teachers.

September 2014- May 2015 Lesson Plans, Assessment Data,

Teacher Evaluation Forms

A. Bond-Jones, Principal

S. Harrison, PLC Coach

B. Mathews, PIT Crew

E. Jackson, Master Teacher

2. Inform new teachers of

relevant PD in relation to

refinement areas from walk

through and observations.

Weekly PLC meetings Lesson Plan

TEM Rubric





3. Share resource materials on an

as needed basis.

August 2014– May 2015 Materials provided by the district,

PIT Crew, and the school.





4. Provide professional

development on TEM 4.0 and

delivering high- quality

instruction

August 2014 – May 2015 District PD

School- wide PD

District Observation rubric




E. Maxwell, Master Teacher

5. Teach Like a Champion Book

study

September 2014-May 2015 Teach Like a Champion

Book

N. Weaver/ B. Powell

J. Evans/E. Maxwell and B.

Joyner


6. Mentoring for New Teacher August 2014-May 2015 Peer Assistance

Support Sessions

N. Weaver/ B. Lewis

J. Evans/E. Maxwell and B.

Joyner


7. Learning Coach/ PLC

mentoring new teacher

August 2014-May 2015 On-site training/support

Classroom observations

Chat Sessions

N. Weaver/S. Harrison/ B.

JoynerJ. Evans/E. Maxwell and B.

Joyner

Family Engagement Plan

2014-2015

Our school encourages parental involvement in the educational process and has established an expectation for

parental involvement in our school. The schools and home have a shared goal of promoting success in our

children. Our parents will act as advisors, resource persons and coordinators in the following ways:

1. Attend school events and serve as advisors

2. Serve on the Site-Based Decision Making Team

3. Use their talents as resources to enhance the instructional programs

4. Become school supporters and advocates

5. Respond to memos, surveys, and questionnaires expressing ideas and concerns

6. Parents will be involved in the strategies, coordination and integrating of other programs

Title I Involvement

The administrators, faculty, and staff will provide a strategic plan and implement Title I requirements according to

the guidelines set forth in the law which includes the following:

1. Inform parents of Title I requirements and our schools participation at the annual Title I meeting

2. Provide full opportunities for the participation of parents with limited English proficiency, parents with

disabilities, and parents of migratory in a language the parents can understand

3. Ensure that information related to school and parent programs, meetings, and other activities is sent to the

parent in a format and language the parent can understand

4. Assistance is provided to parents in understanding the state academic content standards. State and local

academic assessment, how to monitor a child’s progress and work with educators to improve student

achievement

5. Allow parents to observe school-wide programs and visit classrooms supporting classroom

instruction

6. Provide parents with assessment results, curriculum used, and proficiency levels expected of our

students

7. Provide parents with materials and training to help parents work with their children to improve their

student achievement

To ensure that our parents participate in the development and implementation of the school’s program, we will do

the following:

1. Inform parents of their rights to be involved in their child’s education

2. Provide flexible times for our parents to attend parent meetings to formulate suggestions and

participate in decisions relating to educating their children

3. Offer parental training and workshops in parenting skills

4. Involve parents in planning , review and improvement of school parental policy and jointly development of

the school-wide program plan

5. Jointly develop with parents a school/ parent compact showing how parents, schools, and students

share responsibilities. Disseminate the plan to all students, parents, and acquire appropriate signature(s).

6. Encourage parents to regularly visit and take an active role in school planning by serving on School

Improvement Plan Committee

7. Per parent request, provide other reasonable support for parent involvement activities

8. Provide timely information about programs under family engagement through Parent Link, Power

Teacher, flyers, school marquee, Shelby County Website and Shelby County Newsletter Articles

“We are working together to be the best that we can be!”

Parent Signature

Student Signature

Principal’s Signature

BETHEL GROVE ELEMENTARY

Student/Teacher/Parent/Compact

2014-2015 Bethel Grove School has jointly developed this compact with parents and students who share in the

responsibility for improving student academic achievement. The school and parents will also develop a

partnership to help students achieve the state’s high standards.

Child’s Name PARENT/GUARDIAN I want my child to achieve. Therefore, I will encourage him/her by doing the following:

See that my child is punctual and attends school regularly with necessary supplies.

Support the school in its efforts to maintain proper discipline.

Establish a time for homework and review it regularly.

Provide a quiet well-lighted place for study.

Encourage my child’s efforts and be available for questions and support. Stay aware of what my child is learning by making periodic visits and volunteering in my child’s classroom. Provide a library card for my child.

Read with my child and let my child see me read.

Provide a set bedtime that gives my child sufficient sleep to function at school.

Encourage my child to be a better listener.

Encourage my child to verbalize his/her problems and misunderstandings.

Signature

STUDENT It is important that I work to the best of my ability. Therefore, I shall strive to do the following:

Listen and follow directions.

Respect all teachers and follow the Student Rules of Conduct.

Exhibit good conduct.

Attack problems and not people.

Wear uniforms daily.

Cooperate with others in all learning situations.

Complete and return school and homework assignments.

Take responsibility for my actions and grades.

Come to school each day with pencils, paper, and other school supplies needed for learning.

Signature

SCHOOL’S RESPONSIBILITY

TEACHER

It is important that students achieve. Therefore, I shall strive to do the following:

Provide homework assignments for students.

Provide necessary assistance to parents so that they can help with the assignments. Encourage students and parents by providing information about student progress.

Use special activities in the classroom to make learning enjoyable.

Read to students daily. _______Instill high academics and expectations aiming to be the best they can be.

_______Have a warm inviting classroom for parents and students with the freedom of volunteerism.

Signature

PRINCIPAL

I support this form of parental involvement. Therefore, I shall strive to do the following:

Provide an environment that allows for positive communication between the teacher, parent and student.

Encourage teachers to regularly provide homework assignments that will reinforce classroom instruction.

_______Encourage teachers and students to always respect self, others, and property. _______Encourage teachers and students to strive toward high expectations academically, socially, and physically.

_______Provide multiple opportunities for Parent/Teacher Conferences to discuss the school-parent compact and students’ achievement. _______Provide parents reasonable access to volunteer, participate, and observe their child’s class.

______ Provide a high quality curriculum and instruction in a supportive and effective learning environment that enables the children to meet the

state’s academic achievement standards.

Signature

Revised July, 2014

29

2014-2015

Professional Development Plan

School: Bethel Grove Elementary Principal: Mrs. Bond-Jones *Beginning PD Budget Amount=

$ 6000.00

Date: September 15, 2014 ILD: Mrs. Tonya Cooper PLC: Ms. Shari Harrison

*Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount equals zero.

Professional Development Plan Overview Based on an extensive review of student data, teacher data and school data, our school identified and prioritized annual measurable

objectives subgroups as by follows:

1. Bethel Grove Elementary Reading/Language Arts Achievement scores on the TCAP test for 3rd -5th graders will increase from 40%

to 50% in 2014-2015.

2. Bethel Grove Elementary Math Achievement scores on the TCAP test for 3rd -5th graders will increase from 40% to 50 % in 2014-

2015.

3. Bethel Grove Elementary Science Achievement scores on the TCAP test for 3rd -5th graders will increase from 43.3% to 53% in

2014-2015.

30

The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources

to meet our identified objectives:

Goal 1:To increase the teachers current knowledge and skills with job-embedded strategies to effectively deliver high quality

instruction that will actively engage all students using effective, varied, and research-based practices to improve student

performance in Reading/Language Arts by building a strong social and academic culture.

Goal 2: : To increase the teachers current knowledge and skills with job-embedded strategies to effectively deliver high quality

instruction that will actively engage all students using effective, varied, and research-based practices to improve student

performance in Math by building a strong social and academic culture.

Goal 3: To increase the teachers current knowledge and skills with job-embedded strategies to effectively deliver high quality

instruction that will actively engage using effective, varied, and research-based practices to improve student performance in

Science by building a strong social and academic culture.

Action Plans

Content: What will be learned?

Research-based practices in literacy instruction and writing

Differentiating instruction in reading

Incorporating positive teacher language in the classroom

Strategies to incorporate rigor in the classroom

Process: What effective processes will be used?

Professional Learning Communities

Book Study

Peer Observation

Peer Evaluation

Data Analysis

Workshops

Coaching and Mentoring

Presentations

Modeling

Examining Student Quality Work

Data Analysis

Peer collaboration

Context: What aspects of our learning environment will support this goal?

Wednesday Faculty Meetings

Classroom Walkthroughs

Common Planning Time

Professional Learning Communities

Data meetings

Curriculum meetings

Classroom visits and observations

Job-Embedded PD

Data Driven Instruction

Collaboration

Book Study

Data Boards

Data Notebooks

31

Professional

Learning

Activities/Events

Title and Avatar

Number

Presenters/Leaders Implementation

Timeline

Expected

Outcomes

What data sources will you use

to evaluate effectiveness? (i.e.,

teacher data, student data)

$6000.00______ PD Budget

Balance

T.E.M. 4.0 Training

July 31, 2014

Mrs. Bond-Jones-

Principal

Mrs. Harrison-PLC

Coach

2014-2015

School Year

A understanding

of the T.E.M.

process and

components of

the rubric to be

referenced

during each

observation

Lesson plans

Formal and Informal

classroom observations


TEM Scores

K-3 Sopris Reading

Foundations Course

PLC Coach District Learning

Days,

K-3 Sopris

Reading

Foundations

Course

Analysis of Lesson Plans

PLC meetings for feedback

and discussion, analysis of

student work, daily writing

and weekly reading

assessments.

SCS Formative

Assessment: Discovery

Education-Student Data

Assemblies

Mrs. Bond-Jones-

Principal

Mrs. Harrison-PLC

Coach

October 2014

December 2014

February 2015

Teachers will

analyze and

utilize the data

from the tests to

plan for optimal

student academic

success

Data Notebooks

Data Boards

Lesson Plans

Individual Student Reports

Discovery Class Reports

Reflective Practices-

Teachscape October , 2014

Mr. Baxter- District

Presenter

October 2014

To allow

teachers to

reflect and adjust

teaching to meet

the needs of the

students in an

effort to improve

Sign in Sheet

Formal and Informal


TEM Scores increase

Faculty collaboration and

sharing videos for personal

reflection

32

student

achievement

Fall Family Literacy Night

.

All Staff Members

November, 2014

Teachers will

engage parents

and students in

meaningful small

group activities

that will offer

ideas for helping

students at home

and will serve to

improve overall

student

achievement

Evaluation forms

Assessment Data

$100.00

Light

Refreshments:

Materials for

creating Learning

Station activities

and printing

resource materials

for families

Teaching an Effective

Literacy Block/Writing

Dr. Dold/ District

Literacy

Advisor

November 2014

Teachers and

will gain

additional

strategies for

their Literacy

Block while

incorporating

writing

effectively

during teaching

and tutoring of

students to better

prepare students

for the fall

assessments.

Lesson Plans

Sign in Sheet

Formal and Informal


Student writing samples

New Reading adoption/

Journeys Implementation

Ms. Denetra Payne

Journeys Representative October 1, 2014

Teachers and

will gain

additional

strategies for

their Literacy

Block while

incorporating

writing

Lesson plans

Formal and Informal


Sign in Sheets


Assessments

33

effectively and

establishing

routine for the

materials utilized

Book Study, weekly-

Teach Like a Champion:

49 Techniques That Put

students on the Path to

College (K-12) Developed

to help teachers improve

their students’ academic

success, this book provides

a detailed look at the

techniques used by top

teachers

Mrs. Bond-Jones-

Principal

Mrs. Harrison-PLC

Coach

Faculty

November-May

To help teachers

improve

students’

academic success

by taking a look

at techniques

used by top

teachers that will

be implemented

in the classroom

Lesson plans

Formal and Informal



Assessments

The New Social Studies

and Cross Curriculum

using Literacy

Ms. Ljillauna Smith-

Social Studies Advisor

September 2014

Teachers will be

exposed to the

new Social

Studies

curriculum and

different

resources that

can be used to

teach literacy

across the

curriculum

Lesson plans

Formal and Informal



Assessments

Technology Mini

Conference

Ms. Leslie Phillips-Mini

Technology Training

Specialist

November 2014

Teachers will

learn new,

techniques and

strategies for

integrating

technology to

enhance

academics and

operations in the

classroom.

Participants will

engage in

demonstrations

Lesson plans

Formal and Informal



Assessments

34

and interactive

sessions

Istation refresher


Technology Training

Specialist

November 2014

Teachers will

deepen their

understanding of

how the iReady

math

intervention and

Istation program

work and how to

read and run

classroom

reports

Priority reports

Summary reports

On demand assessments

Tier indications

Science Elementary

Collaboration:

District Science

Advisors

September 2014

Participants in

grades K-5 will

engage in peer-

led activities.

These

collaborative

activities will

allow the

integration of

literacy and

science in future

lessons.

Lesson plans

Formal and Informal



Assessments

Effective Use of

Instructional Tasks and

Accountable Talk

PLC Coach

Master Teacher

Learning Coaches

November, 2014

ELA and Math

teachers will gain

strategies for

incorporating

instructional

tasks and

accountable talk

that will assess

and advance

student

proficiency

levels.

Classroom Observations

Classroom

Walkthrough Feedback,

DEA Result

Istation and iReady

Monitoring Results

2015 TCAP results

35

Fall Family Math Night

.

All Staff Members

October, 2014

Teachers will

engage parents

and students in

meaningful small

group activities

that will offer

ideas for helping

students at home

and will serve to

improve overall

student

achievement

Evaluation forms

Assessment Data

Light

Refreshments:

$100.00

Materials for

creating Learning

Station activities

and printing

resource materials

for families

iReady refresher


Technology Training

Specialist

November 2014

Teachers will

deepen their

understanding of

how the iReady

math

intervention and

Istation program

work and how to

read and run

classroom

reports

Priority reports

Summary reports

On demand assessments

Tier indications

Preparing Parents for

TCAP and SAT 10

Mrs. Bond-Jones-

Principal

Mrs. Harrison-PLC

Coach

Faculty

February, 2015

Parents will

receive tips and

information to

assist in

preparing their

children for the

TCAP and

SAT10

TCAP Assessment Data

SAT10 Data

$100.00:

Light Refreshments

Tips for Successful

Testing handouts

Tuesday/Wednesday Data

Digs

Mrs. Bond-Jones-

Principal

Mrs. Harrison-PLC

Coach

Faculty

Weekly,

August 2014 –

May 2015

Teachers will

analyze and

review, results of

weekly

assessments and

identify best

practices for re-

Weekly Assessments

Discovery Formative

Assessments

TCAP Assessment

Classroom Walk-throughs

Lesson Plans

36

teaching non

mastered skills.

Math. Results

will be used to

plan whole group

and small group

instruction and

interventions.

Interactive student

engagement Strategies Margie Bell December 2015

Teachers and

will gain

additional

strategies for

their math block

while

incorporating

engaging

strategies,

resources,

materials utilized

Lesson plans

Formal and Informal



TEM Scores

NAESP

National Associated

Elementary School

Principals

Principal

Master Teacher

PLC Coach

June 2015

Making Every

Minute Count By

Maximizing

Academic

Learning Time”

Rigorous

Schools and

Classrooms:

Leading the Way

Conference

Handouts

Agendas

Teacher Data: TEM 4.0

Evaluations

Classroom Walk-throughs

Lesson Plan Analysis

Student Data:

Formative assessment results

$2500.00

Registration

Lodging = 3,

1800.00

Total 4300.00

2015 National Title I

Conference,

Leading With Wonder

Salt Lake City, Utah

Master Teacher

PLC Coach

February 5-8, 2015

Title I PLC

Coach will

implement and

follow Title I

protocol and

guidelines

District Monitoring

Evaluations/Observations

$1400.00

Travel and

Registration Fees

0

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